Exploring the Relationship between Teacher Spirituality and Teacher Self-Efficacy

Barsh, Rick

ProQuest LLC, Ed.D. Dissertation, Azusa Pacific University

There often exists an immense disparity between the idealized goals of classroom teachers and the actual shortcomings of these educators. Strategies have been devised and programs have been implemented to enable teachers to be successful; however, these practices often lack the empowerment to sustain teachers through the arduous tasks and demands of being an educator. Teacher education programs, professional development, and teacher curriculum are oftentimes not designed to equip teachers to overcome adversity and discouragement, let alone thrive in the teaching profession. The question is, then, "Why do some teachers persevere through adversity, while demonstrating effective practices?" The research on teacher effectiveness has largely examined the techniques and strategies that equip teachers to be effective, but there is very little research that has investigated the effect of teacher spirituality upon teachers' beliefs regarding their own efficacy (teacher self-efficacy). The study included 333 teacher participants from 2 school districts in San Gabriel Valley, California, representing elementary, middle, and high schools. The 16-item Daily Spiritual Experience Scale (DSES) was used to measure teacher spirituality, which included the 2 constructs of "connection to God" and "transcendent beliefs regarding life". The 24-item Teacher Self-Efficacy Scale (TSES) was utilized to measure teacher self-efficacy. The scale was comprised of 3 constructs: "student engagement", "instructional strategies", and "classroom management". Path analysis was conducted to explore significant path coefficients between the constructs. The study revealed that "transcendent beliefs regarding life" had a direct effect on "student engagement", along with indirect effects on both "instructional strategies" and "classroom management". Although "connection to God" possessed no direct effect on teacher self-efficacy, the construct was significantly related to "transcendent beliefs regarding life". It is recommended that a confirmatory study be conducted to better understand both the direct and indirect relationships of "connection to God" and "transcendent beliefs regarding life" with "student engagement" and "instructional strategies". [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]